Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2025 May;40(6):1359-1366.
doi: 10.1007/s11606-024-09279-4. Epub 2025 Jan 2.

Clerkship Students' Use of Clinical Reasoning Concepts After a Pre-clinical Reasoning Course

Shradha A Kulkarni  1 , Gurpreet Dhaliwal  2   3 , Arianne Teherani  2 , Denise M Connor  4   5
Affiliations

Clerkship Students' Use of Clinical Reasoning Concepts After a Pre-clinical Reasoning Course

Shradha A Kulkarni et al. J Gen Intern Med. 2025 May.

Abstract

Background: Many medical schools have incorporated clinical reasoning (CR) courses into their pre-clinical curricula to address the quality and safety issue of diagnostic error. It is unknown how students use concepts and practices from pre-clinical CR courses once in clerkships.

Objective: We sought to understand how students utilize CR concepts from a pre-clinical course during clerkships and to identify facilitators and barriers to the use of reasoning concepts.

Design: We used structured interviews to gain insight into medical students' experiences with CR concepts in clerkships.

Participants: We interviewed 16 students who had completed a pre-clinical CR course and subsequently completed a neurology, internal medicine, or pediatrics clerkship.

Approach: We used constructivist grounded theory to perform a qualitative analysis and to develop a theoretical model to describe findings.

Key results: Insights fell into three main areas: (1) CR concept carryover, representing concepts taught in the CR course, such as problem representation, illness scripts, schema, and prioritized differential diagnosis, which were utilized in clerkships; (2) CR concept reinforcers, which included the clerkship setting and supervising physicians who emphasized and provided feedback on CR; and (3) CR concept diminishers, which included time constraints and supervisors who were unfamiliar with or did not reinforce CR concepts.

Conclusions: Concepts taught in a pre-clinical CR course influenced how students prepared for and navigated clinical encounters. Contextual factors both enhanced and inhibited the utilization of CR concepts. Our findings align with social learning theories including social cognitive theory and ecological psychology. This contextual view-taking into account interactions between personal, social, and environmental factors-can help educators integrate CR education from the classroom to the clinical setting.

Keywords: clinical clerkships; clinical learning environment; clinical reasoning; diagnosis; undergraduate medical education.

PubMed Disclaimer

Conflict of interest statement

Declarations:. Conflict of Interest:: Denise M. Connor, MD, contributed to a professional development module on diagnostic disparities from the American College of Physicians. The other authors have no conflicts of interest to share. Ethical Approval:: The Institutional Review Board at the University of California, San Francisco, reviewed the study and approved it as exempt (Study #: 17–23622; Reference #: 261828). Prior Presentations:: None.

Figures

Figure 1
Figure 1
Reinforcers and diminishers of the use of clinical reasoning concepts from a pre-clinical reasoning course during clerkships.
See this image and copyright information in PMC

References

    1. Balogh EP, Miller BT, Ball JR, eds. The National Academies of Sciences, Engineering, and Medicine. Improving Diagnosis in Health Care. Washington, DC: National Academies Press; 2015. - PubMed
    1. Cooper N, Bartlett M, Gay S, et al. Consensus statement on the content of clinical reasoning curricula in undergraduate medical education. Medical Teacher. 2021;43(2):152-159. - DOI - PubMed
    1. Elizondo‐Omaña RE, Morales‐Gómez JA, Morquecho‐Espinoza O, et al. Teaching skills to promote clinical reasoning in early basic science courses. Anatomical Sciences Ed. 2010;3(5):267-271. - DOI - PubMed
    1. Jacobson K, Fisher DL, Hoffman K, Tsoulas KD. Integrated Cases Section: A Course Designed to Promote Clinical Reasoning in Year 2 Medical Students. Teaching and Learning in Medicine. 2010;22(4):312-316. - DOI - PubMed
    1. Harendza S, Krenz I, Klinge A, Wendt U, Janneck M. Implementation of a Clinical Reasoning Course in the Internal Medicine trimester of the final year of undergraduate medical training and its effect on students’ case presentation and differential diagnostic skills. GMS Journal for Medical Education; 2017; 34(5):Doc66. - PMC - PubMed